Thinking About My Matrix

While I am relieved that I'm finished with my final project, I really was expecting to do more with the matrix and integrating technology. My first reaction to the assignment was to use a unit plan that I wrote about different genres of music. Clearly this would have been too much, so I downsized. I did have trouble simplifying it to be comprised of just one lesson, and my lesson that I used would probably take a 2-3 days, ideally. I think that this was because at the end of the semester I actually feel like I could use technology in a music class. The best thing about the project was that I finally felt like I had the capability of using the technologies that I implemented!  It feels great to know I now have a full arsenal of resources to use in the future.

Technology Integration Plan

For my final project, I chose to integrate technology more efficiently and effectively into a lesson plan about jazz music. The lesson is designed for a middle school general music class who is in the process of learning about different genres of music. While it could possibly be done during one class, it would work best over two classes. The lesson culminates in a presentation of a jazz music program complete with specific instrumentation, personnel, and original music. Jazz is one of the more complex genres of music, but also has an element of freedom and creativity that the classical genres do not. Students appreciate these elements because it leaves less room for them to be "wrong" when they are trying to be creative. 

It is important for me to note that it is expected that prior to this lesson, the students have acquired the following skills:

• Basic Note Reading (Treble & Bass Clef)
• Basic Rhythmic Understanding (Whole Notes, Dotted Half Notes, Half Notes, Quarter Notes, Eighth Notes & Triplets)
• Understanding of keys and accidentals (Sharps, Flats & Naturals)
• Basic Understanding of how to notate a musical score
• Basic Understanding of chord structures

Access: The first part of the lesson is to have the class watch a few video clips of professional (historic and current) jazz performers and then discuss what they saw or heard. It is important for the students to form their own ideas about the timbre of the sounds, the rhythm and various instrumentations used in each example, as they will use it later on in the assessment portion of the lesson. Once the class has watched the videos and the discussion is started, we will form a general list of the instrument used in a jazz ensemble. The class will analyze (through discussion) the differences in each of the examples that they watched and listened to. The specific examples used are listed below. They cover a pretty broad spectrum of jazz styles, and use a wide variety of instruments and band set-ups.

Miles Davis Quintet: http://www.youtube.com/watch?v=oGaQA2L3Jp8
Wynton Marsalis - Jazz at Lincoln Center: http://www.youtube.com/watch?v=P5K7J5aIXT0
Billie Holiday & Louis Armstrong: http://www.youtube.com/watch?v=CJb5mxuZ-9g

Analyze: The second portion is dedicated to teaching the students about the structure of jazz music, specifically the twelve bar blues pattern. The instructor will teach the students about the chord patterns commonly used in the twelve bar blues, and will experiment with different ways to play a solo over the pattern. The class will use this pattern later on in the lesson for their assessment.  

Assess: After learning about the structure of jazz music, we will take a look at some famous jazz musicians and what their primary instruments were/are. Prior to presenting a slide show of famous musicians, students will take a minute to write down names of jazz musicians that they may already know. This gives the students the opportunity for self assessment prior to a group discussion.  It is my hope that students will come up with a few names to contribute, even if they aren't sure what instrument they play.

Communicate: This is the most fun part for the students! At this point, they have the tools that they need to be able to create their group assessment project. The class will be divided into small groups (ideally 4-5 students in each) and will be asked to write their own individual solo over a twelve bar blues pattern. With help from their group-mates, each student will need to identify what instrument (and musician) will solo over their twelve bar blues, and what instruments (and musicians) their jazz band will be comprised of. Using music notation software, the students will input their melodies into the computer, and have the ability to play back their files to hear what they sound like. Once they have done this, the students will design a group concert program using a word processing software, to be presented with their compositions to the class. This assessment allows the students to show their understanding of instruments, famous jazz musicians, and the twelve bar blues. Constructing the concert program also allows for writing skills assessment.

Produce: Each group will present their concert to the class, including individual compositions and the group's concert program. All presentations will be given via the smart board so that audio and visual elements can be combined. For each group's presentation there will also be a brief time for the class to give any constructive criticism about all elements of the assignment. It is important for the students to understand that constructive criticism is meant to help make something better, not just to say whether they liked the product or not. It is my hope that students will be able to hear some similarities between each other's compositions and the jazz tunes that we listened to earlier in the lesson. 

Vocal Technology

Over the course of the semester I have been learning a lot about the production of the voice and just how a pitch is produced. As artists, musicians have a tendency to not think about the scientific aspects of sound and focus on the feeling and artistry, but it's very important for us all to understand how our instruments work. 

I have been experimenting with the software Voce Vista, a voice analyzing software and have found it's results and uses very interesting! There are a few components, the first of which are two electrodes (non shocking, of course) that go on either side of the larynx. These electrodes monitor the wavelengths produced by the pitch. The next component is the microphone which gets plugged into a computer (with the software). The wavelengths are recorded and show up on the screen and show where the pitch starts and all of its movement along the way. 

I could go on and on about this, but my point is that a lesson using this software would be a great way to combine science (physics, I suppose) and music! 

Music Theory Classroom

I have been thinking a lot about how I will be able to integrate technology into my music classroom, and while I have been having a hard time coming up with viable ideas, I know that I will be able to use multiple forms of technology when teaching music theory classes. The traditional method of teaching the basics of music theory via chalk and chalkboard can easily be replaced with a smart board and some music writing software. Both of the programs Finale and Sibelius are great music writing tools, and I could definitely use them to show how music is written. While it may seem that using this technology for something so simple is a bit more than necessary, it also gives students the opportunity to hear what they are learning. The ability to hear the music that you learn about is key to keeping the concepts in the minds of students. 

Thinking About PLAY ...

As I have gone through this course, I have thought (obviously) a lot about technology. I have seen many positive things that teachers and students can do with technology and have discovered ways that I never knew I would be able to use it for my own benefit. This post was prompted by the survey that Michelle asked us to take to review the PLAY website for the IA#5 REMIX. I like that even though we are having to use the technology in new ways, we are also able to critique it so that it can be better for us to use in the future. If I were to use PLAY in my own teaching, I do think that I would also offer a survey after the unit to ensure that my students are getting what they need through this form of technology. Normally I wouldn't inquire about these things, but since I would be using websites not used during the class, and the information would be conveyed differently I would like to know what worked and what didn't. Just because the resources work for me doesn't mean that they will necessarily be understandable to students.

Canvas Remix!

I really enjoyed this week's assignment because it isn't every day that music can be coordinated with another subject area. Color and sound are two subjects that are very closely related, and the science behind it helps even the most non-artistic person able to comprehend the way music and art can make someone feel. 

For my content area, I added some videos and link regarding the connection between sounds and color. I also used many of the pictures and videos that I used in my original canvas. These elements allow the learner understand each side of the lesson respectively and then help them to piece them together. The only element that I took away from the original canvas was the picture of two shades of purple and the description that went with it, because while it was a good example of the color portion of the lesson, it was the only element that didn't translate to my side of it. I think that if there had been examples of other colors as well, I may have been able to incorporate it. Instead, I replaced it with some pictures which show how color and pitch are connected. 

I hope that I have the opportunity to use this unit in my own teaching!

Unit Plan Canvas

I must say that this has been my favorite interactivity yet. When first thinking about creating a canvas, I was incredibly nervous because Michelle insisted that we go to an information session. This made me think that it was going to be an almost impossible task, but I had a lot of fun putting the visuals together.

The canvas gives a teacher the opportunity to show their students where and what to look for on the web. Often times students need help with the unit they are working on and will use Google to locate information, which can be inaccurate. By creating a canvas, we can guide our students to the right sources for the information. 

I can definitely see myself using this website in the future with my students. Music concepts and lessons can be difficult to find additional sources for unless you know exactly what you are looking for, so constructing these canvases will be helpful.

Here's a link to my canvas:

http://www.play.annenberginnovationlab.org/play2.0/challenge.php?idChallenge=2413&mode=view#network6